Engaging Adult Learners Online Through Technology, Andragogy, and Flexible Course Design

Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 1900-01-01 DOI:10.4018/978-1-7998-8598-6.ch055

Curtis L. Todd, K. Ravi, H. Akoh, Vance Gray

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引用次数: 1

Abstract

Distance educational courses and programs, either fully online or hybrid, have been a major contributing factor in the shift that is felt in the academic landscape which now offers a variety of instructional modes, welcomes adult and non traditional learners, and offers a wider variety of curricular offerings reflecting current market trends. While a high percentage of students take classes online, adult learners particularly benefit from the flexibility and accessibility offered by online education. Yet, adult learners are more likely to be intimidated because of their lack of familiarity with this new learning paradigm. This chapter examines online and adult learners programming as well as strategies to address their needs, and presents the results of an evaluation that examined the effectiveness of an Online Adult Learner-Focused Program. The results of the study found various levels of student satisfaction with online adult learner-focused courses and as it relates to meeting the objectives of the program. Implications and recommendations for instructors, program coordinators and administrators are also discussed.

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通过技术、人类学和灵活的课程设计吸引在线成人学习者

远程教育课程和项目，无论是完全在线的还是混合的，都是学术领域转变的主要因素，现在提供了多种教学模式，欢迎成人和非传统学习者，并提供了更广泛的课程产品，反映了当前的市场趋势。虽然有很高比例的学生在线上课，但成人学习者尤其受益于在线教育提供的灵活性和可访问性。然而，成人学习者更有可能被吓倒，因为他们对这种新的学习模式缺乏熟悉。本章研究了在线和成人学习者的编程以及满足他们需求的策略，并提出了一项评估结果，该评估结果检查了在线成人学习者为中心的课程的有效性。研究结果发现，学生对在线成人学习者课程的满意度不同程度，因为它与满足课程目标有关。对教师、项目协调员和管理者的启示和建议也进行了讨论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Research Anthology on Adult Education and the Development of Lifelong Learners

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